If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. You join for a month and can drop any time you want).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
Have students had tech problems they need help with? Any evidence of learning to post on Evidence Board?
Remember keyboarding homework due at end of month.
Remind students what they discovered about Internet searches: 1) can be refined with keywords, and 2) extension matters.
Even so, there are often too many hits. How do students tell which is reliable?
Start the conversation with this BrainPop video Research—online sources. Take quiz together.
Have a list of websites that tie into classroom discussion on a topic (say, space). Pick one to evaluate. Students can work in groups.
Demonstrate on SmartScreen how you make decisions about checklist information.
Why is website reliability and credibility important? Consider:
How can you use websites to locate an answer to a question quickly or to solve a problem efficiently if you don’t know website is reliable?
How can you explain how an author uses reasons and evidence to support particular points in a text, and/or identify which reasons and evidence support which point(s) if you aren’t convinced the reasons and points are accurate?
How can you integrate information from several texts in order to write or speak about the subject knowledgeably if you don’t know that the websites are knowledgeable?
Now have students work in groups to evaluate a website from list you provide.
As you teach, incorporate lesson vocab. Check this line if you did that today!
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:Collaboration? Use Discussion Button above.
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. You join for a month and can drop any time you want).
Continue Problem Solving Board presentations.
Any problems students would like to share. Any evidence of learning to post?
Discuss website address parts (see next page). What’s the http, extension, the part in between? Continue last week’s discussion on what extensions at end of website addresses mean and who can get them. Explain how extensions relate to reliability and believability of material on the site.
Why is this important? Consider:
How can you use websites to locate an answer to a question quickly or to solve a problem efficiently if you don’t know the website is reliable?
How can you explain how an author uses reasons and evidence to support particular points, and/or identify which reasons and evidence support which point(s) if you aren’t convinced the reasons and points are accurate?
How can you integrate information from several texts in order to write or speak about the subject knowledgeably if you don’t know that the websites are knowledgeable?
Discuss internet security, safe surfing. What’s the difference between ‘http’ and ‘https’? How important is this level of security?
Open Word. Add heading at top left (name, date, teacher). Why do we always add a heading?
Review table skills, but expect students to transfer past knowledge.
Create a 4-column table with column headings ‘importance’, ‘extensions’, ‘sample’, ‘screen print’.
Discuss what each extension means and what can be inferred about its reliability? Does it matter if you’re looking for a place to buy backpacks? How about if you’re writing a research paper?
Fill out rows in column two with extensions, starting at most reliable and discuss why they are ranked this way.
Discuss foreign extensions.
Remind students: Every time they use the computer, practice keyboarding skills.
Find a website with each extension, then copy address. Paste into cell.
Show students how to ‘activate’ link—by adding a space after words. Show how Ctrl+Click will access address.
Paste, resize, and crop images if needed (see sample on next pages).
Save to network folder with Ctrl+S; save-as to flash drive for back-up. What’s the difference between ‘save’ and ‘save-as’?
Before printing, check print preview to be sure table takes only one page. If necessary, resize images before printing.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Those who finish can create a holiday card using skills from prior lessons.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it
As you teach, incorporate lesson vocabulary. Check this line if you did that today!
More
I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. You join for a month and can drop any time you want).
Continue Problem Solving Board presentations.
Circle back to whether students used problem solutions discussed last week. Any problems they’d like solutions to? Any evidence of learning to post?
Open Google.com. Discuss difference between search bar and address bar.
Watch BrainPop//Internet search// together. Answer questions at end together.
What are three important search skills from video? Discuss. Model using a topic being discussed in class, say, ‘Black Holes’. To find out how many there are, what keywords would students use?
If you use Common Sense’s Digital Passport, have students play Search Shark.
Watch BrainPop //Internet Sources// together. Have students take quiz independently and email to you.
Again using ‘Black Hole’ as search term, find the most reliable sources using the BrainPop hints (extension, credibility of author, other tips).
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Done? Practice keyboarding with installed software or online keyboarding program. This month: Practice QWERTY row only with a goal of having those keys memorized by the end of the month. Remember, good posture, hand position.
Close to desk top. Don’t forget homework—due monthly.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it
As you teach, incorporate lesson vocabulary. Check this line if you did that today!
More
I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. You join for a month and can drop any time you want).
Continue Problem Solving Board presentations. Homework due last day of month. I often add that it’s due ‘by midnight’ to remind students that the internet is open 24/7.
Any tech problems students need help with? Any evidence of learning to post on Evidence Board?
Open Word (or other word processing program—Open Office, Google Docs); review layout if necessary. Type story written in classroom into Word. See sample in text.
Remind students: Every time they use computer, practice good keyboarding.
When finished, discuss how to come up with a title. It must:
Be concise and pithy
Draw the reader in
Be exciting
Add title using Wordart.
Use technology to spell- and grammar-check (red and green squiggly lines). Explain that grammar-check is often wrong so students must decide themselves whether to accept corrections.
Use synonym finder (right click) to add descriptive detail and find interesting non-repetitive words to communicate story ideas.
Have students work with a partner to highlight story parts that include:
effective technique
descriptive details
clear event sequences
Change font, font color and font size for 5 words with minimal assistance.
Insert 5 pictures to go along with story. Picture goes where cursor blinks. Insert a festive border.Insert watermark, either text or picture.
Use rubric on next pages to be sure all skills are included. Submit with finished story.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
As you teach, incorporate lesson vocabulary.
Save to file folder with Ctrl+S; save-as to flash drive (if available). Why ‘save’ once and ‘save-as’ the second time? What’s the difference?
Print preview—does story fit on one page? Resize images as needed.Print (Ctrl+P); close to desktop (Alt+F4).
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much).
Continue Problem Solving Board presentations.
Have students had any problems they’d like to ask about. Any evidence of learning to post on Evidence Board?
Open Excel. Why use Excel? What can Excel do that a word processor (MS Word) or a desktop publisher (Publisher) or presentation program (PowerPoint) can’t (Hint: Turn data into information)?
Remember what students learned in 2nd, 3rd and 4th grade Excel (Gingerbread House, Cheat Sheet, and graphs). Review basics—rows, columns, cells, naming protocol for cells, ribbons, tools, worksheets, workbooks.
Rename worksheet (tab) ‘speed quiz’; color to preference (remember doing this in 3rd and 4th grade). Expect students to do this independently. See text for step-by-steps.
Remind students: Only numbers in cells—Excel can’t evaluate letters/symbols.
Discuss meaning of mean, median, mode. Explain how to calculate (see text for steps).
Relate this to class inquiry into numerical expressions, operations, and algebraic thinking.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
What conclusions can you draw from spreadsheet information?
Save to network; save-as to flash drive (if available); close (Alt+F4).
As you teach, incorporate lesson vocabulary.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Circle back on whether students have used problems discussed last week. Or, have they had tech problems they’d like to get solutions to?
Any evidence of learning to post on Evidence Board?
Today, students will create a graphic organizer. Discuss visual learning. Show students examples. Do graphics help in developing and organizing research? What task might they be particularly appropriate to? How about what audience?
Open MS Word on SmartScreen as students open on their computers. You may use a different word processing program that supports graphic organizers.
Before beginning today’s project, review the seven MS Word tricks at end of this lesson. See if students can come up with problem solutions. Demonstrate.
Ask all students to add heading (name, teacher, date using Shift+Alt+D) to their document, then watch as you model the visual organizer.
Insert MS Word Organizational SmartArt—Hierarchy. Why use this one for this particular project? When have they used others (remember 2nd, 3rd, 4th grade projects)?
Add ‘Animal Adaptations’ (or whatever ties into class inquiry) as first tier. Bold title so it stands out.
Turn page from ‘portrait’ to ‘landscape’. What does that mean?
Add shapes on SmartScreen so there are six under main level Animal Adaptations.
Have students suggest adaptations that allow animals to survive. Record on SmartScreen as students add to their projects. See sample (inset). Show students how to add shapes and ask them to fill in adaptations. Transfer knowledge from class discussions. Jog their memory if necessary to unique characteristics certain animals have. Are claws useful in surviving? What about feathers? How would those make an animal suited to an environ?
Once adaptations are completed, add a shape under each and find an animal that has that characteristic. Use the internet; copy-paste animal picture into shape and resize to fit. Remind students of problems searching topics in the past (i.e., ‘chick’ returns the wrong results).
If you haven’t already, discuss legalities of using internet images:
See copyright law poster at end of Lesson. What does it mean?
Use second poster at end of Lesson to explain what to do if student finds an image NOT covered by ‘scholarly research’ exception
Take as much time as necessary to answer student questions about copyrights, public domain, fair use. These are important and authentic topics.
Now students complete their graphic organizer. They can do this in groups.
Remind students to save early/save often.
Remind students: Every time they use the computer, practice keyboarding skills
As you teach, incorporate lesson vocabulary.
Use tools to color diagram to taste.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
If necessary, add citations to page.
Print preview to be sure everything fits on one page; Should they ‘save’ or ‘save-as’? When should they ‘save-as’?
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
Practice home row using DanceMat Typing or Nimble Fingers (Google name for website). Observe student ability to maintain correct posture, keep elbows at side, use proper hand position and all fingers with no flying hands.
Start Problem Solving Board presentations. Review expectations and grading.
Any students have tech problems they’d like to share? the inset is a sample printer-selection problem lots of students may have.
printer_selection.png
Any evidence of learning to post on Evidence Board?
Open Google Earth. Today, students (working in groups) will use Google Earth and the internet to find countries on similar latitudes, compare their average temperatures, and analyze and reflect on results.
Ask students what they know about Google Earth (maneuvering, layers, fly-to). Find ‘view’, ‘grid’ to activate lats and longs.
Before beginning, review basics of internet safety and research strategies.
Have students locate two countries on each latitude and longitude. Use Placemark tool (yellow push pin) to secure location. Measure distance between two countries using Google Earth ruler. It doesn’t have to be exact.
Use an internet weather site (i.e.,International Weather) to research average temperature of a city/country located at placemark. Record results on sheet (at end of lesson or one you designed).
What is the International Date Line (IDL)? Is there a difference between it and Prime Meridian?
Open each Placemark and add information about the average temperature. Think about this location. Have you learned anything about this city in class, in personal research, in reading that is relevant to its geographic location? If so, add that also and share it during the end-of-project reflection.
While teaching, incorporate domain-specific vocabulary. Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
When students are done, reflect on results. Can they draw conclusions about the effect of similar latitudes on a city’s climate? How about longitudes?
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
Assessment strategies--see textbook. Questions? Use Discussion Button above.
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
Review Hardware Quiz. Remind students of Mulligan Rule.
Review homework (see end of text for complete list)—homerow practice only this month! Use DanceMat Typing or Nimble Fingers.
Sign up for Problem Solving Board—starts next week.
Any evidence of learning to post on Evidence Board?
Open Word (or other word processing program). Put heading at top (name, teacher, date). Use shortkey for date. BTW, what’s the purpose of the heading?
Center title beneath heading. What’s the purpose of a ‘title’?
Why outline? Discuss with students. Help them consider:
To encourage a better understanding of a topic
To promote reflection on a topic
To assist analysis of a topic
Use three ribbon tools: 1) bullet or numbered list, 2) increase indent to push text to right (subpoint), and 3) decrease indent to push text to left (more important point).
Or, use tab to indent and Shift+tab to exdent—I like this better.
Once completed, edit outline by adding information to bullets. Use data from print/digital sources, notes from class discussion, personal experience. Note source where relevant.
Remind students: Every time they use computers, practice keyboarding skills.
Remind students: Save early save often. Why? How often? (see poster at end of lesson).
Print outline. Print preview to be sure outline takes only one page. Save (or save-as? Which is right for this situation). Close with Alt+F4.
Why put student name in file name when saving? Demonstrate a search for student document. See how their files show up even if they didn’t save it to their network folder. Putting last name in file name makes it harder to lose work.
More
I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
Do You Make These 9 Mistakes--Any thoughts?
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab.
Start Hardware Assessment. Give students 5-10 minutes. Remind them spelling counts. Remind them if they are unhappy with their speed, they can retake for full credit (this is called the Mulligan Rule, taken from golf. It’s always interesting to see which students understand this ‘do over’. See poster in textbook at end of lesson).
Start Dance Mat Typing (or Nimble Fingers or another online site that focuses on one row at a time) while waiting on rest of class to finish.
While keyboarding, sign up for Problem Solving Board—starts next week (see next pages). Remember 3rd and 4th grade? This is the first of three Presentation Boards this year:
Post sign-up sheets by entry door so they are convenient (if not using electronic sign-ups. These are possible via GAFE, SignUpGenius)
Sign up for a date to present
Each student selects a problem they will teach classmates to solve
Students get solution from family, friends, or even teacher as a last resort
Students tell classmates problem, how to solve it, and take questions.
Entire presentation takes about three minutes
Review grading (see textbook lesson)
Students can sign up before/after school, lunch, any time they’re free
If you have a class calendar, put the Problem Solving Board and each student presentation on it. This can be a student job that rotates monthly.
A little background: Problem Solving Board covers tech issues faced during class, as they happen. As you move through the year, keep a list of problems for next year’s Board.
Problem solving includes shortkeys—and students love these. They’re easier than finding tools (see ideas at end of lesson in textbook).
All Board presentations in this curriculum are independent investigation, risk-taking for cautious students who feel a Right Answer lives out there somewhere, and practice on presentation skills discussed in Common Core under ‘Speaking and Listening’. Answers are not taught as much as discovered.
When all students are signed up, review speed quiz results. Everyone got 100%. This is a benchmark. What were the most common problems you saw (flying hands, etc)
Any evidence of learning to post on Evidence Board? Don't worry if not many share. They will as the weeks pass and they get excited about what you're teaching.
Introduce the concept of ‘blogging’—short articles published online, enhanced with images or videos, with the express purpose of sharing ideas and garnering feedback. Show students an example of your class or professional blog. Point out parts. In the case of 5th graders, you are particularly interested in their facility for 1) engaging effectively in collaborative discussions with diverse partners, 2) building on others’ ideas, and 3) expressing their own clearly. Blogging provides this opportunity.
While blogging, students will:
Follow agreed-upon rules (see //this list// from Scholastic.
Contribute to discussion and/or elaborate on others’ remarks
Studies show blogs 1) attract a wider audience than traditional reading venues, 2) improve student writing skills by making it fun and hip, 3) incorporate discovery into education, and 4) draw learners into self-guided discussions. Blogs require critical thinking and give content ownership to students.
Here are a few other skills students learn from blogging:
How to protect privacy
About their Digital Footprint
How to share/collaborate
How to embed information with widgets/embeds/sharing
How to improve writing conventions
See list at end of textbook lesson of what others get from blogging.
Discuss blogging netiquette (see textbook). Like email etiquette, it includes:
be polite
use good grammar and spelling
don’t write anything everyone shouldn’t read (school blogs are private, but get students used to the oxymoron of privacy and the internet).
Students sign onto class blog account with Edublogs, Class Blogmeister, Kidblog—choose one that works for your student group.All accounts should be set up for class today.
Start by showing students your blog in Kidblog or other. Have several entries that tie into class inquiry. Ask students to select an entry and post a comment. Continue this over a period of several days. Encourage students to respond to comments.
Now, students post a blog about themselves. Only provide information they are comfortable sharing. Include images, video, or music. Make this self-directed as you encourage students to explore widgets and tools available on blog.
Remind students to practice good keyboarding as they type entry.
Leave supportive and positive comments.
Once a month, have students post an article that discusses an inquiry topic. Additionally, students should visit and comment on five classmate blogs.
Bring science book next week for lesson on outlining. Add this to online calendar or have student assigned with this task do it.
As you teach, incorporate lesson vocabulary. Students, too. Expect the to use and understand the words listed at the start of the lesson.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as student found it.
More
If you get to the Extensions for this lesson (inquiry websites), be sure to cover how students can safely use the internet.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues. Questions about them--post to the Discussion Button above.
9 Things my Blog Taught Me--Any thoughts?
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion Button.
Review parts of computer for quiz next week (see study guide in text). Use quiz as a study guide. Review spelling—sound out, roots, prefixes and suffixes. Spelling counts. These are domain-specific words. Students should know how to use them outside of class.
If your school as GAFE, have students open study guide as a template and fill in parts as you discuss them. Use this opportunity to introduce Google Docs, how to use the word processing tool, how to save/share.
Speed quiz today. Use a page from a book being read in class. Reproduce it on the Smartscreen for students. Review technique students should employ at the keyboarding (see checklist at end of lesson). Encourage them to keep their eyes on the Smartscreen while they type.
Remember keyboard quizzes in 3rd/4th grade? Students take one per grading period. As they take quiz, you anecdotally observe their posture. This will be graded also. Review what you will be looking for: fingers curled over home row, all fingers used, no flying hands or fingers, elbows at sides.
Open the word processing program you use in the classroom.Take this opportunity to review the program if necessary.
Give students five minutes for quiz, one-minute for spell-check at end (using F7 or right-click). Type word count at quiz bottom. Use mental math to figure words per minute. Goal: 30 wpm with good habits by end of 5th grade (details in text).
Review grading:
First quiz: Benchmark
Next quizzes: Grade based on improvement and evidence of learning (see detail in “Third-Fifth Grade Keyboarding Assessment” in text)
Done? Spell-check (F7 or right click on red squiggly lines) and correct; type word count at bottom of quiz. Let them figure these two skills out with minimal assistance. Provide strategies, but not solutions. If they've been working in the SL curriculum for several years, they have the skills to problem solve independent of your assistance.Save to network folder; print (use shortkey Ctrl+P) or not. They can be graded from folders.
Review important keys students should know (see next pages).
Review Homework (see complete list at end of this text). Due monthly via email (if possible). Review how to email if necessary: To, cc, subject line, body, attachment. Student responsibility to 1) spell address correctly, 2) notice when email ‘bounces back’, and 3) resend if necessary.
Review email etiquette by going over list at end of lesson.
Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
Provide a sheet for students to collect log-ins for programs and websites (see text). Keep station log-in sheets in a binder by CPU or in student their personal binders. Alternatives:
make a page in their school binder
keep track of log-ins using GAFE
Discuss the following digital tools, including UN and PW, if your school has them:
digital portfolios (see article at end of lesson)
email/communication tools
teacher websites
dropbox
blogs
class website
class internet start page
class wiki
class Twitter feed
Review access to digital lockers (aka ‘digital portfolios’); show students how to upload to theirs. Have them practice by uploading Hardware Study Guide for next week's quiz.
Briefly discuss digital citizenship. You’ll cover it in depth throughout the year.
Throughout class, check for understanding. Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none this week). Questions about them--post to the Discussion Button above. None today!
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion Button.
Tour classroom (you can take a tour of my classroom here). Show students where everything is. Review important posters, i.e., difference between ‘save’ and ‘save-as’, difference between ‘backspace’ and ‘delete’, ‘save early save often’, ‘select-do’ (or whatever you consider most important items). Students should know most of this (except for any new posters you've put up. One year, I wrote messages in binary just to see who was motivated to figure it out!) Pay special attention to Evidence Boards. This is where you collect evidence that students have transferred skills learned in tech class to other classes, home. More on this later.
Collect rules from students to guide activities and actions in classroom, including:
No excuses; don’t blame others; don’t blame computer
Save early, save often—about every ten minutes
No food or drink around computer. Period
Respect the work of others and yourself
Keep hands to yourself. Feel free to help neighbors, but with words only
Make sure this list includes Common Core class discussion guidelines such as 1) listening to others, 2) taking turns while speaking, and 3) waiting to be called on before speaking.
Review homework policy (homework in back of this text): due monthly via email, GAFE, or a method of your choice.
Review Hardware and how to solve problems that occur in tech due to hardware malfunctions. Let students shout out the solutions--they should know by now (if you've been reviewing this every year since kindergarten):
Mouse buttons—left and right, double click, scroll in center
CPU—power button, CD drive, USB port
Monitor—power button, screen, station number
Headphones—volume, size adjustment, connection to CPU
Review how parts connect—behind CPU, under table, in front ports.
Review ‘save’ and ‘save-as’ rules (see next pages); review how to delete with ‘delete’ key and backspace. Students should know these, but I was surprised one year by how many didn't. Now I go over it and then expect students to know.
Review ‘Portrait’ and ‘Landscape’.
Review ‘Select-Do’. What does that mean (you must select something before you can do to it)?
As you teach, incorporate lesson vocabulary found at the top of the lesson. Make this natural. Expect students to understand this domain-specific vocabulary. Teach it in context. See if students can figure out meanings based on clues--affixes, root, etc.
Continually throughout class, check for understanding.
Expect students to solve problems and make decisions.
Remind students to transfer knowledge to classroom or home.
Have you answered the Essential Question? Have you covered the Big Idea?
Tuck chairs under desk, headphones over tower; leave station as you found it.
More
If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none this week). Questions about them--post to the Discussion Button above. None today!
Three overarching topics you'll want to pay attention to every lesson:
keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
vocabulary (no more word lists. Use the right words; decode; make it natural)
Introduction to Biomes. Students will create a Keynote presentation on a particular Biome.
This lesson includes research skills as well as using Keynote to present facts and findings.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Week of April 29-May 3, 2013
Students have been assigned a Civil War character to research. We will introduce “BioCube” as an avenue for students to create a fun way to research and present their “person” to the class.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation. Week of April 22-26, 2013
Students have been assigned a Civil War character to research. We will introduce “BioCube” as an avenue for students to create a fun way to research and present their “person” to the class.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Week of April 15-19, 2013
Students will continue with last weeks research project on inventors and inventions. Students are following a rubric and are required to compose a five paragraph essay on the inventor and the invention.
As part of the research project - we are also re-introducing citation machine; easybib; etc.
Week of April 8-12, 2013
Mrs. Spangler has assigned a Social Studies project regarding the Civil War. Students will be studying people who lived during the war. They are required to prepare a first person narrative, dress as that person and prepare a podcast using iMovie.
We will also introduce Cube Creator. The activity helps children learn how to identify and summarize key ideas. This application can be used to summarize Biographies, Mysteries, Story lines and plots, and allows students to succinctly identify key elements. Students can create their first story cube using themselves (autobiography) or a mystery book they’ve read. Week of April 1-5, 2013
Week of March 25-29, 2013
Introduce Cube Creator. The activity helps children learn how to identify and summarize key ideas.
This application can be used to summarize Biographies, Mysteries, Story lines and plots, and allows students to succinctly identify key elements. Students can create their first story cube using themselves (autobiography) or a mystery book they’ve read.
Week of March 18-22, 2013
Explain differences between Pages and Keynote and the uses of both.
Begin intro to Keynote for Amrican Revolution project.
Week of March 11-15, 2013
Continued Lesson from the Library: Plagiarism and Copyright Law
Talk about Citation Machine.
Students will continue to practice keyboarding skills with Type to Learn 4
Week of March 4-8, 2013
How to Evaluate a Website.
Using the Kathy Schrock guide for Educatorʼs worksheet - students will learn to identify web siteʼs credibility and usefulness. Research has begun on Inventions and Inventors Students are introduced to “Kerpoof” a web 2.0 tool that allows students to creatively demonstrate knowledge of their project. Students will use the “Tell a Story” tool to describe their inventor. Research elements include: Describe the inventor; Why dis he/ she invent?; How does the invention work?; What was the impact of the invention?; Any other question the student may wish to research.
www.Voki.com This is a two-three week assignment.
Students are creating avatars. Their avatar will read a book tickler in conjunction with their mystery book reports in class.
Week of February 18-22, 2013
Introduction to Numbers
Introduce various formulas and how they work in Numbers.
Lesson #18 in workbook
Week of February 11-15, 2013
Review of Numbers
Students will revisit vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values
Students will enter data and create a chart using M&Ms Week of February 4-8, 2013
Students are introduced to Nanoogo - given usernames and passwords.
Students will create a document that assesses their understanding of an American Revolutionay War Event.
If time permits:
Review of Numbers
Students will revisit vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values
Students will enter data and create a chart using M&Ms
Week of January 28-February 1, 2013
Students are introduced to Nanoogo - given usernames and passwords.
Students will create a document that assesses their understanding of an American Revolutionay War Event.
Week of January 21-25, 2013 (No school due to inservice and mid-terms)
Research Process: (Continued)
Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope. RE-Introduction to NetTrekker Review log in and passwords. Beginning the Research process.
Students will explore NANOOGO - a site that teaches
Cybersmart – Internet Safety: Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed.
Week of January 14-18, 2013
Research Process: (Continued)
Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope. RE-Introduction to NetTrekker Review log in and passwords. Beginning the Research process.
Students will explore NANOOGO - a site that teaches
Cybersmart – Internet Safety: Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed. Students are researching various artisans and trades of the Colonial times. Each student is required to identify and prepare five clues that will be used in a game show. The students will have to guess each other's trade and occupation.
Week of January 1-5, 2013
Research Process:
Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope. RE-Introduction to NetTrekker Review log in and passwords. Beginning the Research process.
Students are researching various artisans and trades of the Colonial times. Each student is required to identify and prepare five clues that will be used in a game show. The students will have to guess each other's trade and occupation.
Week of January 1-5, 2013 (Didn't do this)
Trifold brochure:
Students will create a trifold brochure using PAGES. The topic will be on natural disasters: Hurricanes; Tornadoes; Tsunamis, Earthquakes, etc. They will choose two or three disasters and research each one using the internet and library books. Students may use Brainpop for additional information. Brochures will include pictures as well as safety information.
Students will practice research skills as well as learning publishing skills using Pages.
Week of November 26-30, 2012 through December 2012
This lesson incorporates using the table and research on the 13 Colonies.
The purpose of this lesson is to identify and make discoveries of the 13 original colonies. You will uncover this information through research on the internet. You may use the WCS Computer Lab webpage to begin or you may use Nettrekker. Your final report will include:
Identification of the 13 original colonies
The founders of each colony
The year the colony was founded
Descriptions of economic reasons why the the colonies were founded
Geographical characteristics of each colony
The role of religious development in the formation of the colony
As part of your assignment in creating this table that outlines your research, you should also include pictures: i.e.: Include a portrait of the founder of the colony.
Open Pages
Choose a Blank Template: Portrait
At the top of the page, please type:
Your Name
5th Grade - Mrs. Spangler
Today’s Date
Title your Page - 13 Colonies (this should be centered and in bold oblique, size 14 font)
From the Menu Bar:
Insert Table
Choose 14 rows and 6 columns (From the Inspector tool, choose the table options to choose the body rows and body columns)
Label the Top Row as follows: 13 Colonies; Founder; Year Founded; Economic Why?; Geographical Characteristics; Role of Religious Development.
These labels should be Bold Font - Size 12
Your font size for the project will most likely need to be size nine because there is so much information that needs to be included. You may divide your research among the three regions: Northern, Middle and Southern. This means that you can identify the economy, geography and religion by region rather than by colony.
Please sign your name below on the grading rubric. This will be given to your teacher for a letter grade.
Grading Rubric - 13 Colonies
Student NameValueEarned
Title and heading_10 points _
Use of correct Table format, Labeling and Font sizes 25 points _
Information and description25 points _
Examples 25 points _
Pictures15 points _
Total Points Earned_100 points _
Week of November 19-23, 2012
Review how to research on the internet
You can follow directions on pg 36 of text, or let this video do it for you Open browser. Discuss the fading difference between the search bar and the address bar
Watch How to search the internet together (Brainpop). Take quiz as a class (I go around the room and have each stable take a question). Show students how to email results to teacher rather than printing
Have students work in pairs and duplicate the exercises in the video using a topic being discussed in class and discuss difference between hits' extensions.
search a term. Notice there are too many hits
Use "" to fine tune
use delimitors - and +
Have students complete the Thanksgiving Computer Scavenger Hunt - using the internet to find their answers.
Have students try Google search tools listed on pg. 38.
Week of November 12-16, 2012 Common Sense Media: Digital Citizenship Lesson 1 (Beginning) Powerful Passwords Students will Understand the functions of passwords Identify Strategies for creating and protecting passwords Create their own secure passwords using the lesson guidelines Do's and Don't of Powerful Passwords handout
PAGES document Translation of "Thank you, Lord" in another language
Choose a language that you would like to translate to from English
Type “Thank you, Lord” - or whatever phrase your teacher would like you to translate: i.e.: Bible verse, etc.
Copy and Paste the translation to Pages.
Insert a Text Box to Pages. Copy and Paste the translation INTO the text box.
Format the phrase to be centered on an 8x11 LANDSCAPE in PAGES.
Format the font to fill up the document
Add a frame and/or clipart to your project. (See below)
SAVE YOUR WORK - Title your work and save it to your file folder.
Print to the Color Printer.
Week of November 5-9, 2012
Common Sense Media: Digital Citizenship
Security
Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online.
Students will
Identify strategies for creating and protecting secure passwords.
Demonstrate that they know how to spot and handle spam.
Learn which information they should avoid sharing online because it is private.
Lesson 2
You've won a Prize!
Students will:
Learn what spam is and what forms it takes.
Identify strategies for safely managing unwanted messages
Demonstrate that they know how to spot spam
Privacy Rules
Students will:
Learn which information they should avoid sharing online because it is private.
Understand which kinds of websites have privacy policies and why
Practice checking websites they visit for privacy policies and privacy seals of approval
Week of October 29-November 2, 2012
Common Sense Media: Digital Citizenship
Security
Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online.
Students will
Identify strategies for creating and protecting secure passwords.
Demonstrate that they know how to spot and handle spam.
Learn which information they should avoid sharing online because it is private.
Common Sense Media: Digital Citizenship
Safety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
Compare and contrast online friends with real-life friends, face to face pals.
Understand that Private Information should not be given to anyone online without the permission of a trusted adult.
Learn how to respond if an online friend asks them personal questions.
**Talking Safely Online (4-5)** Unit: Safety What's the difference between Internet friends and real-life pals? Students learn that while they can make friends on the Internet, they should never reveal private information. Unit 2: Security
Powerful Passwords
Students will:
Understand the functions of passwords.
Identify strategies for creating and protecting secure passwords
Create their own secure passwords using the lesson guidelines
Week of October 22-26, 2012
Review File Management for each student.
File; Save As; Student; Grade; Teacher; Student Name.
Give your document a name and save.
Review saving JPEGS and other information.
Right click; Save Image As;
Student; Grade; Teacher; Student Name.
Give your document a name and save.
Begin Internet Safety - Review Online Safety with Brainpop.
Let students explore Word Clouds using this program.
- Students will have an opportunity to create a Word Cloud for the Book Fair using the Scholastic Book Fair flyer.
- Students may create a Word Cloud for their favorite book.
Have students add their name.
Save and Print.
Week of September 24-28, 2012
Students will learn how to create a Business License for their Mini Society project.
A business license is a document which normally resembles a certificate. A business license usually states the name and type of business, a license number, and shows the date and geographic entity (county) where it was issued.
A business license is needed by anyone who is opening up their own business or organization. It is required by law in every state, whether you are running the business out of your home or in another facility.
Use Pages for the template
Google Earth - Continued
Week of September 17-21, 2012
Lesson #3 from workbook - Intro to Google Earth
Students will complete the Computer Hardware Assessment page (from lesson #2) and hand in to teacher. Review in class with students.
As a class, Students will explore Google Earth.
Take the tour to learn how Google Earth works: Google Earth Tour
Explore places like home, Lewis and Clark travel.
Have students open the Google Earth icon and practice locating Delaware Landmarks.
Extra Credit: Students can complete a worksheet identifying the latitude and longitude of Delaware Landmarks.
Remind students to practice keyboarding skills from online sites listed on their internet start page.
Week of September 10-14, 2012
Lesson #2 from workbook - Computer Hardware and Keyboarding
Review Parts of the Computer (Prepare for quiz the following week).
Students may spend 10 minutes with a site based typing program for warm up before they take a keyboarding quiz.
Students will open up PAGES (from the dock). Review the layout - template; blank page; portrait; Red squiggly lines indicate misspelling.
Have students type their name at the top of the page. Students will be given a handout to use for a timed keyboarding quiz. The quiz is for 5 minutes. Students will not correct grammar/spelling mistakes during this time. They will get one minute after the timed test to correct their work. They will then print their paper for grading. Students should also save their work to THIER file folder.
Week of September 3-7, 2012
Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding
Week of April 29th-May 13th Lesson 30-31 of workbook
Remember to turn in final homework.
Speak Like a Geek—finish presentations today. Anyone who hasn’t gone, will today.
Today, students will transfer knowledge learned this year to new situations.
Open a program students haven’t used on class SmartScreen. How does one start? Have students help you, offer suggestions. Prod gently to come up with:
Is there a tutorial or a demo?
Is there a Help button?
How did we initiate other programs we used this year?
Are tools familiar?
How about menus?
With student input, create a new project using new program. Might it be like creating a Word doc? A new Photoshop canvas?
Done? Provide three other programs students haven’t used and have them work in groups to create a project using one. More web-based tools (like those used in Lesson 29) are good, or other installed software that you never got to this year (i.e., Visio) or a tool like Evernote.
Publish/share completed projects.
Remind students to transfer knowledge to classroom or home.
Tuck chairs under desk, headphones over tower; leave station as you found it.
As you teach, incorporate lesson vocabulary. Check this line if you did that today!
School year is almost over (I know--I'm ahead of you. There's actually another 6-8 weeks. Take your time if you're up with me here!). Let’s share what has been learned with next year’s fifth graders. What was hard? Easy? Challenging? What tips do this year’s students have for those following in their footsteps?
Take one minute to review each tool on SmartScreen. Then, students select a tool and work in groups to finish project.
Give rest of class to create ‘Hello, Fifth Graders!’ project. See inset for Tagxedo example.
Publish projects to class website and student blogs (if available). Use embed code or a screen shot if no embed is available.
As you teach, incorporate lesson vocabulary. Check this line if you did that today!
Remind students to transfer knowledge to classroom or home.
Close to desktop. Tuck chairs under desk, headphones over tower; leave station as it was.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Photoshop
Week of March 11th-April 8th Lesson 24-28 of workbook
This is four lessons of Photoshop projects. Get the ones done you can. Take your time. See samples in the text, pages 90-94
Open a picture. Use auto correction tools under image-adjustments (auto levels/contrast/color). Point out ‘History’ (on right). Compare the original picture to the corrected version to see the difference. It’s impressive.
Point out the crop tool with the dark arrow in corner (opens to two tools), the lasso and the magic wand. Explain what cropping is and how each of these tools does it differently.
Try the crosshatch crop tool and the lasso on a new picture. Notice the difference—one is structured, one freehand. Compare the three approaches to cropping in MS Word.
Now use magic wand to crop out a background (i.e., the lizard below). Open a background (i.e., the coliseum below). Drag-drop the cropped-out figure into the new background
Use edit-transform-scale to resize picture into background
Save; save-as to flash drive.
#2:
Open Photoshop (or Gimp). Discuss cloning and the clone tool.
Open a field of flowers (see inset below). Show students how to clone within a picture. Add flowers or get rid of flowers by cloning the flowers or the green verdure.
Show how to watch the anchor point to see where you’re cloning from, to make colors match as closely as possible.
You can also clone between two pictures. Open Sub and Polar Bear picture (or similar—see sample on next page) and a second picture (like the sea cave). Create anchor point with Alt+click in one picture (the Arctic ice flow) and paint with mouse to clone a polar bear to a Caribbean sea cave. Notice the cross shows where you’re cloning from.
Make sure edges are matched as closely as possible to look as natural as possible. Be patient.
Use the camera on the history button to keep a copy of a stage in the picture you like. Explain to students how this works.
Save to file folder as both a .psd (Photoshop’s default file. It will keep all the layers for later editing) and a .jpg (a file that will be usable in many programs and the internet)
#3:
Open school picture (or other). Use Photoshop’s magic wand to delete background (or adapt to use Gimp).
Change background and foreground colors. I’ve selected pink and maroon
Filter-render-clouds to replace background with clouds shaded to these two colors
Select inverse (now ants are moving around the person). Filter.
Use text tool to add a holiday greeting—change font, size, color, and warp
Use paint brush to spray stars or other touches
Save as jpg. Print with preview—check box to fit picture to medium.
Open giraffe picture or other of your choice (see left inset below) or use the free Gimp with some adaptations.
Use blur tool on tool bar to blur trees in background. This is a common effect used to make a focal point stand out in a picture. Show samples from magazines that students will recognize.
Return to original picture in history and try the same thing with the smudge tool
Return to original picture using history. Go to ‘Actions’ (next to ‘History’). Walk students through the many different ‘Actions’ Photoshop has available. Explain that these are popular but complicated multi-step formatting effects that Photoshop has automated to make simple to use.
Select ‘Image Effects, Quadrant Colors’; push ‘go’ at bottom to create a four-color picture (see middle example below).
Go to ‘Frames, Brushed Aluminum’ under ‘Actions’; push ‘go’ button and watch a frame appear around the picture. Recolor the frame with the Styles tab
Return to original picture; select ‘fresco’ under ‘Filter-Artistic’ to filter the image
Select ‘History brush tool’ from left toolbar. Anchor ‘history’ to the original picture. This sets what the brush ‘paints back’ to. Paint over giraffe to bring back the original giraffe while background retains ‘Fresco’ look (see right inset below)
These four tools are simple to learn and stunning in the effect on a picture.
Save to file folder and flash drive
#4:
Open new canvas in Photoshop (or Gimp).
Try different backgrounds using 1) background/foreground color, 2) styles, 3) gradient, 4) pattern
Create a new layer. Double click its name and rename it ‘background’. Change foreground and background colors on the left tool bar to new colors. Select Paint Bucket. Make sure ‘fill’ on top tool bar says ‘foreground’. Use paint bucket to pour a layer. It will be the color of the foreground that was selected.
Create a second layer. Name it Patterns. Select the paint bucket; this time, make sure ‘fill’ says ‘pattern’ and select a pattern from the drop down box. Pour it onto the new layer.
Open a third layer. Rename it ‘styles’. Select the paint bucket, and then select a style (on right). Pour the style onto the new layer. Don’t like it? Pour a new one. Don’t want a style anymore? Click the paint bucket and pour. It’ll be the foreground color.
Create a fourth layer and name it ‘Gradient’. Select gradient tool under paint bucket. Drag mouse across screen to create a variegated background.
Have students drag their favorite background layer to the top of the stack.
Add a new layer. Use paint brush to draw on it; use Custom shapes to add pizzazz. Use text to tell classmates what’s going on.
Save as a .psd and a .jpg
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
If you have time, do this fun intro to Photoshop. Treat it as KidPix for grown-ups.
Introduce Photoshop (or the free version called Gimp)—review layout, basics, toolbars, zoom in on pixels, history, layers, navigator. Option: Use the free download Gimp (http://www.gimp.org/) . It’s similar to Photoshop. Let students know Adobe has wonderful discounts on its software for students
Students can create a project for some presentation coming up or just have fun learning Photoshop's drawing tools. Today, students drew a picture of themselves with five brushes, five colors and added text using the Style tool. Here are examples:
paint2.png
paint2.png
Paint.jpg
Paint.jpg
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Graphics—MS Word unit. This is preparation for a very fun unit learning Photoshop. Surprisingly, Word has many great photo editing tools most students know nothing about.
Select a row picture. Have a variety available for students to select from. You can make them fun or tied into classroom conversations. See pg. 87-88 for more examples.
row-of-bears.jpg
row-of-bears.jpg
row-of-dogs.jpg
row-of-dogs.jpg
Crop each image from the others (you’ll end up with 5 images
cropped_images.png
cropped_images.png
Add a border to each
Add a background—this might require making the existing background transparent
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Start Speak Like a Geek presentations to familiarize students with tech vocabulary
sign up for a week
sign up for a word
be ready to present on correct day
here are detail sheets (see text for clean copies)
speak.png
Google Earth tour will take a few weeks so it's a good one to stretch beyond our one assigned week.
you can use a Google Earth tour to follow a literary book you're reading in class, a historic progression, a geographic tour of the world (that's what we do in the text) or whatever works.
Open Google Earth. Review tools, toolbars if necessary.
This year, I tried a different tour (rather than the Google Wonders of the World in the text) with my students and wanted to share with you. We created a tour that shows an English immigrant's path from England to the colonies. Follow these directions:
GE_immigrasnt_tour.gif
The numbered points are placemarks on Google Earth. The subpoints are detail covered in placemark dialogue box.
create unique placemarks with school picture (add custom when you go into placemark selection and save final to group)
save .kmz file to your file folder. When left on the lab station, they disappear over a week!
Here's a picture of one of the Google Earth tours with a student's unique placemarks:
google earth tour example copy.jpg
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Sign up for Speak Like a Geek Vocab Board presentations. Need help with this--drop me a message. There are a lot of details on pages 78-80 in text, but sometimes, it's complicated!
This lesson reviews Excel Basics. There's an assessment on pg. 81. Go through this with students on the SmartScreen. Have them follow along on their computers. Then, give them the same spreadsheet as an assessment. Any questions on how to do the skills--drop me a line. I'll walk you through it.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Take a class survey (here, it's about student favorite classes) and create a graph (using F11). Then format the chart:
excel_graph.jpg
excel_graph.jpg
This data became this graph:
excel_graph2.jpg
excel_graph2.jpg
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
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If possible, tie into a class conversation. For example, if students collected data on a science experiment, a paper airplane experiment, an egg drop, use this for the table and chart.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Warm up with keyboarding on installed software or online website
Continue with Google Earth Board (if you're doing this)
start formulas in Excel. As an example, create a formula that will add two numbers.
Our formula: = c4+c5
Our data:
type the number 99 in c4
type the number 33 in c5
the formula looks like this:
excel_f.png
excel_f.png
|| excel_f.png ||
Formula Steps
To add 99 and 33 and have the answer appear in cell c6:
Type an equal sign in cell c6.
Click on cell c4 with the mouse pointer.
Type a plus sign in cell c6.
Click on cell c5 with the mouse pointer.
Press the ENTER key on the keyboard.
The answer should be present in cell c6.
Even though you see the answer as a number, if you click on that cell you will see our formula in the formula bar above the work area.
Here's a sample worksheet (pg. 74 of text):
excel.png
excel.png
excel.png
Experiment by replacing numbers, see how Excel recalculates the answer.
Use decimal numbers to tie in with class investigation of this skill
Try other formulas that interest students--this is a popular activity
Use math problems students are currently working on
This is a good tie-in for pre-programming, robotics, Scratch, logical thinking, critical thinking
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Use MS Word or other word processing program (i.e., Google Docs)
Add heading--use macro if you've taught that to students
have them take MS Word assessment (or have it revised for your word processing program). These are skills they've covered in the past. You want to see what they need help with.
Those who finish can practice keyboarding skills or go to websites that tie into class unit of inquiry
Trifold in Publisher
Week of December 17th-January7th Lesson 14-16 of workbook
remind students of homework
Take speed quiz second week of this trio. Review grading (student is graded against themselves)
Continue with desktop publishing unit
calendar
flier
Open Publisher (or similar trifold creator). Why use Publisher instead of Word? What are advantages/disadvantages (now that they have several weeks' experience with it).
Discuss the meaning/purpose of 'trifold'
Select a template that works for student theme. Do not change fonts, sizes, colors
Review how to add information to Publisher (text boxes, add images, building blocks)
Each panel has a heading, text, and an image
Take time to discuss which images are legal to use online
Use good grammar/spelling. Clear all red/green squiggles
No white space in trifold. Re-size images and/or add more information. Set line spacing to 1.5 or 1.15
Save, save-as to flash drive, print
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
review guidelines and grading rubric with students
help this first presenter--it's hard to go first
What is Desktop Publishing? Discuss this with students.
remember last week's newsletter?
remember the trifold from 4th grade?
and the story/magazine from 3rd grade
Open Publisher
pick a calendar template
explain how each date is a cell with only so much room for typing
discuss events happening at school during holidays. Have students add them to their calendar
take one even per student and add it to the calendar (birthday, visit, party, etc)
If time, add an image to empty date cells
decorate/format; save and print
If you use Google Apps:
great opportunity to get students into this program by creating a class calendar
review Google Apps and the calendar
review netiquette rules for communicating online
review rules of internet safety
have each student add one event
embed into class wiki or student individual blogs
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Practice keyboarding while students sign up for Google Earth Board presentations (this is the second of three Presentation Boards this year)--see info on pg. 53-57
Remind students of research skills learned Lesson 9-10 when researching for this topic
Students should all have two digital stories with them themed around a classroom topic to add to the newsletter they will create today. Students can work in groups of 2-3
Open Publisher; select a newsletter template; change color/font scheme as desired
Fill in name, slogan
Copy-paste articles in newsletter. This will take 1-2 pages, depending upon how many students are in the group. Remind students to pay attention to layout so its pleasing and enticing. Each story requires one picture--no more
Newsletter has a sidebar--Points of Interest. Use to highlight something special about the stories--something the authors want the reader to notice
If there are two pages, make the cover page sidebar a Table of Contents and the second page for hightlights
Print preview and print
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Practice keyboarding skills using installed software or online programs. Click here for ideas.
Discuss website addresses--which are most reliable? How do you determine that?
Show students an example. See example on page 47
Discuss extensions. What do they mean
What's the difference between 'http' and 'https'?
Every time you visit the internet, review internet safety, safe surfing.
Use Word table skills from 3rd/4th grade to create a table differentiating extensions. Copy-paste addresses and a screen shot of each website. This is several different skills:
Remind students how to copy-paste an internet address. Push space bar to activate the address.
show them how the internet address is active--all it needs is a Ctrl+click.
Use Windows Snippit, Jing or another screen shot program to take an image of the correct website and paste it into the correct cell ( see sample on pg. 48). If students don't know how to do this, review
Review how to manipulate images in a document--resize with handles, move from one cell to the next
Save and print. Should they save or 'save-as'?
Those done early: Have them visit safe surfing websites you've collected to the class internet start page. Here are some to pick from
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Extra time: Go to websites that tie in with classroom discussion on a topic. Have them posted on the class internet start page.
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Have students bring a story they wrote in the classroom this year and type it into Word. Remind them of correct writing skills, good typing habits (all hands/fingers, elbows at sides, etc)
Think about the story. Discuss how to come up with a title--pithy, short, draws readers in. Format title in WordArt
Format with
border
fonts
font sizes
font colors
pictures
watermark
These are skills students have done in 2/3/4 grade. If necessary, model for them, or do step-by-step. See sample on pg. 42
Use rubric on pg. 43 to be sure all skills are completed. You as teacher will use this for grading
Save and print. Why save? Why not save-as? What's the difference?
Extra time? Add a footer
If your school requires assessments, you can use this story as an assessment. See pg. 70/71
Those who finish: go to class internet start page and visit websites that correlate with classroom discussion
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
They have done projects in 2/3/4--Gingerbread House, Cheat Sheet, Graphs. Ask what they remember of them
Review Excel basics--see pg. 39 for a list
Students will extend learning to:
mean-median-mode
count
max
min
what other skills work well for your student group?
Idea: Use Lemonade Stand and track progress with Excel. Have students set up a spreadsheet and fill in data
Those who finish early: practice keyboarding homerow on DanceMat Typing
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
Three presentations for Problem Solving Board
Start MS Word Graphic Organizers (SmartArt)
students do graphic organizers every year. I always choose a different one so they get used to making those choices
remind students what they did last year. Why are you selecting this particular graphic organizer for this particular project? Help students understand the decision making so they can reproduce it when necessary
tie this graphic organizer in to a topic being discussed in the classroom
See complete directions on pg. 36
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
Three presentations for Problem Solving Board
Open Google Earth
review program, opening screen, and mouse skills for zooming in/out/etc
activate latitudes and longitude grid lines
have a worksheet that has major lats and longs (see pg. 35)
students can work in groups to complete the worksheet
students locate two countries on each grid, measure distance between them, and record data
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
make sure questions aren't 'What do you do if that doesn't work?' That never ends!
Outlining in MS Word--this is simpler than it sounds. Remember how it was done in 4th grade
What is an outline?
Why outline? Discuss with students
show how easy it is in Word--3 keys
Demo so students see how it works
Open MS Word
Review MS Word--remember last year--ribbons, tools, page layout
add heading as usual (name, date, teacher)
using textbook from class, outline chapters, headings, subheadings, etc.
show students how to format numbering or change to bullets
save and print
Alternative: If your school has Google Apps accounts for students, use this instead
Extra:
Have notes from teacher on this same topic. Have students edit the outline and add notes.
have a list of websites that tie into classroom discussion on the class internet start page
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
As with all quizzes, students can retake for full credit if they had a difficult day, didn't do as well as they know they can, or any other reason. Teachers: This sounds like you'll be buried in mulligans, but in 15 years, it has never happened. Few take advantage of this opportunity. Those who do are truly modelling their effort to excel.
Have students practice typing on Type to Learn or your school typing program. While they practice, have those who haven't yet sign up for the Question Board which starts next week.
Review details of Question Board with students. Take questions until all are satisfied. Starts next week.
Review email so students can submit homework (which starts October 1st)
Review layout
Review most common problems (bounce back, improper address)
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Take speed assessment (see pg. 17 for detail, pg. 19 for sample)
review posture--see notes in textbook
this is a benchmark (what's a 'benchmark'?)'
lose one point for poor posture/hand position/etc
Remind them how to spell-check (with F7 or right-click)
notice word count at bottom of page--mental math: what's your speed?
review grading policy (pg 20)
make sure students successfully save to network (or wherever you save docs)
Discuss the importance of keyboard speed and accuracy
practice uploading the Hardware Study Guide on pg. 18 (which you have placed on your class website)
digital portfolios
email/communication tools
teacher websites
dropbox for homework submittal (if available)
etc
Done? Use websites on class internet start page until class ends or go back to what wasn't finished in earlier lessons
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
go to school portal (if available--Schoology, Veracross, etc)
log in with UN: firstname.lastname PW
change PW
Explore 'classes'. Go through tech class page
find discussions and comment
Set each student up with a binder (or each station) that includes a sheet with their log ins for all programs that require that
student page
school page
Everyday Math
etc.
Take pictures or copy pictures from online directory to student folders
Review hardware--names, how to connect, how to problem solve issues
Review save, save-as
Review backspace-delete
Sign up at the front of the classroom for the Question Board before 9/24 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/1. See below for samples:
Note: PS Board sign-up, list of problems, and grading criteria are on pg. 24-27
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
The week of Sept. 10th, I'll be teaching...Lesson #1 in the curriculumLesson #2 in the curriculumLesson #3 in the curriculumHaven't started yetOther:
VoteView ResultsPolldaddy.com
dogrun.gif
Web2.0 Tools
Crown or Colony
March 26th-May 21st, 2012 or follow Lesson 22-23 (Word graphics) of workbook
Homework due end of this week
Presentations
Give time for other groups to work on presentations
March 19th or follow Lesson 21 (Google Earth tour) of workbook
Join Wiki with UN your first name.lastinitial PW falcon
Create your wiki page--name: your first name; tag: 5th
Remember the QR People that showed up on the walls in October? Let's scan them!
Overview of the iPads
remove carefully from cart
correct treatment of iPads--handle carefully, don't drop, don't touch screen with anything other than your finger
open, home, tap apps to make them open
explore iPad. Open a few apps
Find 'scan' app
Can't find it? Use search
show how to use Scan app
See if you can guess who the person is on the wall
Use the iPad Scan app to see if you guessed correctly
Crown or Colony
Feb. 27th-March 12th or follow Lesson 14-16 (Colonization trifold) of workbook
Speak like a Geek--finish up
remind students to enter their SLAG words into My Falcon Discussion board for quiz
SLAG quiz after American Revolution simulation
all redo-makup work due Friday
speed quiz after AR simulation. It will be with hands covered. Be sure you're prepared!
Web 2.0 tools--(bubbl.us, timeline, electrocity, minyanland, etc) teach the class in groups--how to use, why, examples of projects, trouble-shooting, connections to classroom projects
get into groups of three
I'll review each site with you.
Discuss with your group--which do you want to do. Sign-ups by next week.
Week of Oct. 31st or follow Lesson 3, 5 in workbook
Continued with Question Board presentations to support student independence, critical thinking and problem solving skills in the use of classroom computers
submitted homework as a class to My Falcon Dropbox. This included:
a verification that homework had been completed--10 min. / week, 40 minutes for the month
a reflection on the typing--homerow, covering hands, DanceMat Typing
thoughts on how this month of practice will affect the future homework
Participated in Discussion Board by posting the Question Board question and solution
Week of Oct. 24th or follow Lesson 3, 5 in workbook
Continued with Question Board presentations to support student independence, critical thinking and problem solving skills in the use of classroom computers
Discussed homework due next week. We’ll submit October’s homework together during tech class so students can see how to use the drop box and reflect on their homework, then they’ll do homework submittal themselves for all subsequent months.
Students explored the universe with Celestia, a wonderful free download on the computers.
Those who finished went to Google Mars, Google Moon (both under Google Earth)
Those who finished with that went to angles websites and/or We Choose the Moon
Sign up at the front of the classroom for the Question Board before 9/23 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/3. See below for samples:
Question_board_questions.png
Question_board_questions.png
Question_board_questions.png
Here's the grading rubric:
question_board_rubric.png
question_board_rubric.png
question_board_rubric.png
dogrun.gif
IB Expo
Week of May 23rd or Lesson 28 of workbook
Work on presentation materials for IB Expo
Open one of the pictures from K-4 Students, Windows Wallpaper
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3A5C4BAA.jpg
|| 3A5C4BAA.jpg ||
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|| 3A5C4BAA.jpg ||
Use Filters to change its look:
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filter.jpg
|| filter.jpg ||
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|| filter.jpg ||
Now, select quadrants with the marquee tool and filter each quadrant differently
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quads.jpg
|| quads.jpg ||
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|| quads.jpg ||
Now select a new picture from Network-Zeus-K-4 students--Windows Wallpaper. Select detail from this picture and filter just the detail. I've selected just two of the elephants and filtered them. Then, I selected the background and blurred it. Do you like it?
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filter_images.jpg
filter_images.jpg
|| filter_images.jpg ||
Now select the main image in your picture; select inverse (so everything is selected except your main image) and filter the picture
A brief introduction to Photoshop. Students will use this to create a project for their Exhibition coming up at the end of the year. Today, students drew a picture of themselves with five brushes, five colors and added text using the Style tool. Here are examples:
paint2.png
Paint.jpg
PP/Publisher
Week of March 28th-April 11th
or Lesson 24 of workbook
Just a review to prepare them for an upcoming classroom project. They'll select from:
Internet SecurityWeek of Oct. 4thor Lesson 5 of workbook
Discussed doing keyboarding as homework (click here).
Question Board (see below for questions)
Discussed internet security--safe use of the internet. Discussed the use of an avatar to hide student identity. Students then created avatars using one of three sites here
Log onto Falcon.net with user name (first.last) and password/ Use password 'falcon', then change it.
Explore. Complete 'profile' for homework. Add 5 websites for homework (must be some you'd use in school)
Explore 'classes'. Go through tech class page
Sign up at the front of the classroom for the Question Board before 9/20 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts 9/27. See below for samples:
Question_board_questions.png
Question_board_questions.png
Here's the grading rubric:
question_board_rubric.png
question_board_rubric.png
Excel--Arrays
Week of Sept. 13th or follow Lesson 7 (Intro to Excel) in workbook
4. finish Excel graphs and charts for survey (see directions in Lesson 19 of workbookon creating graphs in Excel)
5. visit Icelandic volcanoes pics on start page
6. visit Human Body websites on start page (see list below)
Excel Tables
Week of April 19th-26th or Lesson 10 ofworkbookon Tables in Word
Typed the American Revolution essay in MS Word. We paid attention to:
MLA format
Tab indents
Headers
Those few who finished worked on Paragraph 4
Ms. F’s class: Before we started typing, we reviewed how to create a graph of their question data. I handed out cheat sheets to help them this Friday.
aaa.gif
data2.gif
We reviewed keyboard speed progress for this trimester
5. Visit Celestia—demo first (download from here) 6. Done? Angles websites (3 from 5th gr Internet Start Page) 7. Or, create a holiday flier in Publisher
2. check your speed and accuracy on typing test 3. Question Board 4. macro for MLA heading 5. template for MLA doc 6. Visit math websites on internet start page
1. Dance Mat Typing 2. Pass out binders. Put your name and seat on them 3. Top keyboarding class: Ms. Fowler 4. Top keyboarder: Hannah 5. Question Board 6. Google Earth
o Take Mr. Bland’s Excellent Adventure
Mr. Bland's Excellent Adventure.kmz
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
3. Put your question on Discussion Board on FalconNet 4. Join wiki by end of month 5. Review homework on wiki 6. flash drives next week 7. Review parts of the computer, keyboard 8. Create an avatar for homework
Internet Search--Website Evaluation
Week of Nov. 11thLesson 11 in Workbook
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. You join for a month and can drop any time you want).
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
More
- I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- Three overarching topics you'll want to pay attention to every lesson:Collaboration? Use Discussion Button above.
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Internet Search--Tables
Week of Nov. 4thLesson 10 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. You join for a month and can drop any time you want).
More
- I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- Three overarching topics you'll want to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Internet Research
Week of Oct. 28thLesson 9 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. You join for a month and can drop any time you want).
More
- I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- Three overarching topics you'll want to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Google Earth
Week of Oct. 21stLesson 8 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much. You join for a month and can drop any time you want).
- Continue Problem Solving Board presentations. Homework due last day of month. I often add that it’s due ‘by midnight’ to remind students that the internet is open 24/7.
- Any tech problems students need help with? Any evidence of learning to post on Evidence Board?
- Open Word (or other word processing program—Open Office, Google Docs); review layout if necessary. Type story written in classroom into Word. See sample in text.
- Remind students: Every time they use computer, practice good keyboarding.
- When finished, discuss how to come up with a title. It must:
- Be concise and pithy
- Draw the reader in
- Be exciting
- Add title using Wordart.
- Use technology to spell- and grammar-check (red and green squiggly lines). Explain that grammar-check is often wrong so students must decide themselves whether to accept corrections.
- Use synonym finder (right click) to add descriptive detail and find interesting non-repetitive words to communicate story ideas.
- Have students work with a partner to highlight story parts that include:
- effective technique
- descriptive details
- clear event sequences
- Change font, font color and font size for 5 words with minimal assistance.
- Insert 5 pictures to go along with story. Picture goes where cursor blinks. Insert a festive border.Insert watermark, either text or picture.
- Use rubric on next pages to be sure all skills are included. Submit with finished story.
- Throughout class, check for understanding. Expect students to solve problems as they maneuver through lessons and make decisions that follow class rules.
- As you teach, incorporate lesson vocabulary.
- Save to file folder with Ctrl+S; save-as to flash drive (if available). Why ‘save’ once and ‘save-as’ the second time? What’s the difference?
- Print preview—does story fit on one page? Resize images as needed.Print (Ctrl+P); close to desktop (Alt+F4).
- Remind students to transfer knowledge to classroom or home.
- Tuck chairs under desk, headphones over tower; leave station as you found it.
MoreIf you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Google Earth
Week of Oct. 14thLesson 7 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
If you would like a 15-30 minute video on this lesson, click here (there's a fee, but not much).
More
- I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
- Assessment strategies--see textbook. Questions? Use Discussion Button above.
- Three overarching topics you'll want to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Graphic Organizers
Week of Oct. 7thLesson 6in Workbook
MoreIf you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Google Earth
Week of Sept. 30thLesson 5 in Workbook
Each lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.
Outlining
Week of Sept. 23rdLesson 4 in WorkbookEach lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at top of lesson. Expect students to know these. Questions on either--leave on Discussion Tab.
- Review Hardware Quiz. Remind students of Mulligan Rule.
- Review homework (see end of text for complete list)—homerow practice only this month! Use DanceMat Typing or Nimble Fingers.
- Sign up for Problem Solving Board—starts next week.
- Any evidence of learning to post on Evidence Board?
- Open Word (or other word processing program). Put heading at top (name, teacher, date). Use shortkey for date. BTW, what’s the purpose of the heading?
- Center title beneath heading. What’s the purpose of a ‘title’?
- Why outline? Discuss with students. Help them consider:
- To encourage a better understanding of a topic
- To promote reflection on a topic
- To assist analysis of a topic
- Use three ribbon tools: 1) bullet or numbered list, 2) increase indent to push text to right (subpoint), and 3) decrease indent to push text to left (more important point).
- Or, use tab to indent and Shift+tab to exdent—I like this better.
- Outline chapter headings, subheadings. Summarize and/or paraphrase relevant points in text.
- Once completed, edit outline by adding information to bullets. Use data from print/digital sources, notes from class discussion, personal experience. Note source where relevant.
- Remind students: Every time they use computers, practice keyboarding skills.
- Remind students: Save early save often. Why? How often? (see poster at end of lesson).
- Print outline. Print preview to be sure outline takes only one page. Save (or save-as? Which is right for this situation). Close with Alt+F4.
- Why put student name in file name when saving? Demonstrate a search for student document. See how their files show up even if they didn’t save it to their network folder. Putting last name in file name makes it harder to lose work.
More- I often include articles at end of lesson to help with the pedagogy and prickly issues. Questions about them--post to Discussion Button.
- Do You Make These 9 Mistakes--Any thoughts?
- Three overarching topics you'll want to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a complete digital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Keyboarding
Week of Sept. 16thLesson 3 in WorkbookEach lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in the Discussion Button.
And, always 1) use the domain-specific vocabulary and 2) address the problems listed at the top of the lesson. Expect students to know these words/problems, their solution, be able to use them independently. Questions on either category--leave them on the Discussion Tab.
More
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Digital Tools
Week of Sept. 9thLesson 2 in WorkbookEach lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion Button.
More
- If you get to the Extensions for this lesson (the online class calendar and the inquiry websites), be sure to cover how students can safely use the internet.
- I often include articles at the end of the lesson to help you with the pedagogy and prickly issues (none this week). Questions about them--post to the Discussion Button above. None today!
- Three overarching topics you'll want to pay attention to every lesson:
- keyboarding--always watch for good habits when students type. If you want to pay particular attention to keyboarding, follow K-8 Keyboard Curriculum
- Digital Citizenship--always address proper use of the internet, every time students visit that neighborhood. For a completedigital citizenship curriculum for K-8, click the link
- vocabulary (no more word lists. Use the right words; decode; make it natural)
- Questions? Go to Ask a Tech Teacher
- Collaboration? Use Discussion Button above.
If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of a lesson, clarifying questions sometimes take more time than I'd expect. I'm fine with that. There'll be lessons later that move faster than I planned.Welcome Back!
Week of Sept. 3rdLesson 1 in WorkbookEach lesson lists Materials required and Teacher Prep. Any questions about those? Leave them in Discussion Button.
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Week of June 3-7, 2013
Week of May 27-31, 2013
Week of May 20-24, 2013
Week of May 13-17, 2013
Week of May 6-10, 2013
Introduction to Biomes. Students will create a Keynote presentation on a particular Biome.This lesson includes research skills as well as using Keynote to present facts and findings.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Week of April 29-May 3, 2013
Students have been assigned a Civil War character to research. We will introduce “BioCube” as an avenue for students to create a fun way to research and present their “person” to the class.Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Week of April 22-26, 2013
Students have been assigned a Civil War character to research. We will introduce “BioCube” as an avenue for students to create a fun way to research and present their “person” to the class.
Keynote “do’s and don’ts presentation. Includes characteristics of a dynamic presentation.
Week of April 15-19, 2013
Students will continue with last weeks research project on inventors and inventions. Students are following a rubric and are required to compose a five paragraph essay on the inventor and the invention.As part of the research project - we are also re-introducing citation machine; easybib; etc.
Week of April 8-12, 2013
Mrs. Spangler has assigned a Social Studies project regarding the Civil War. Students will be studying people who lived during the war. They are required to prepare a first person narrative, dress as that person and prepare a podcast using iMovie.
We will also introduce Cube Creator. The activity helps children learn how to identify and summarize key ideas. This application can be used to summarize Biographies, Mysteries, Story lines and plots, and allows students to succinctly identify key elements. Students can create their first story cube using themselves (autobiography) or a mystery book they’ve read.
Week of April 1-5, 2013
Week of March 25-29, 2013
Introduce Cube Creator. The activity helps children learn how to identify and summarize key ideas.
This application can be used to summarize Biographies, Mysteries, Story lines and plots, and allows students to succinctly identify key elements. Students can create their first story cube using themselves (autobiography) or a mystery book they’ve read.
Week of March 18-22, 2013
Explain differences between Pages and Keynote and the uses of both.
Begin intro to Keynote for Amrican Revolution project.
Week of March 11-15, 2013
Continued Lesson from the Library: Plagiarism and Copyright Law
Talk about Citation Machine.
Students will continue to practice keyboarding skills with Type to Learn 4
Week of March 4-8, 2013
How to Evaluate a Website.Using the Kathy Schrock guide for Educatorʼs worksheet - students will learn to identify web siteʼs credibility and usefulness. Research has begun on Inventions and Inventors Students are introduced to “Kerpoof” a web 2.0 tool that allows students to creatively demonstrate knowledge of their project. Students will use the “Tell a Story” tool to describe their inventor. Research elements include: Describe the inventor; Why dis he/ she invent?; How does the invention work?; What was the impact of the invention?; Any other question the student may wish to research.
Week of February 25-March 1, 2013
VokiBookHooksATechnologyAlternativetoTraditionalBookReports.pdf
www.Voki.com This is a two-three week assignment.
Students are creating avatars. Their avatar will read a book tickler in conjunction with their mystery book reports in class.
Week of February 18-22, 2013
Introduction to NumbersIntroduce various formulas and how they work in Numbers.
Lesson #18 in workbook
Week of February 11-15, 2013
Review of Numbers
Students will revisit vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, ValuesStudents will enter data and create a chart using M&Ms
Week of February 4-8, 2013
Students are introduced to Nanoogo - given usernames and passwords.
Students will create a document that assesses their understanding of an American Revolutionay War Event.If time permits:
Review of Numbers
Students will revisit vocabulary words: Spreadsheets, Cells, Rows, Columns, Labels, Values
Students will enter data and create a chart using M&Ms
Week of January 28-February 1, 2013
Students are introduced to Nanoogo - given usernames and passwords.Students will create a document that assesses their understanding of an American Revolutionay War Event.
Week of January 21-25, 2013 (No school due to inservice and mid-terms)
Research Process: (Continued)Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope.
RE-Introduction to NetTrekker
Review log in and passwords. Beginning the Research process.
Students will explore NANOOGO - a site that teaches
Cybersmart – Internet Safety: Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed.
Week of January 14-18, 2013
Research Process: (Continued)Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope.
RE-Introduction to NetTrekker
Review log in and passwords. Beginning the Research process.
Students will explore NANOOGO - a site that teaches
Cybersmart – Internet Safety: Research: Search Engines and Directories; Evaluating Websites, Homework Help and the Library Students will learn how to choose effective search sites, evaluate websites and learn how to get homework help in a hurry. Also discuss the advantages of the library. Various homework websites will be reviewed.
Students are researching various artisans and trades of the Colonial times. Each student is required to identify and prepare five clues that will be used in a game show. The students will have to guess each other's trade and occupation.
Week of January 1-5, 2013
Research Process:Students will learn how to use Nettrekker and InstaGrok for research skills as well as the helpfulness of Google.
Search techniques are identified to help narrow the scope.
RE-Introduction to NetTrekker
Review log in and passwords. Beginning the Research process.
Students are researching various artisans and trades of the Colonial times. Each student is required to identify and prepare five clues that will be used in a game show. The students will have to guess each other's trade and occupation.
Week of January 1-5, 2013 (Didn't do this)
Trifold brochure:Students will create a trifold brochure using PAGES. The topic will be on natural disasters: Hurricanes; Tornadoes; Tsunamis, Earthquakes, etc. They will choose two or three disasters and research each one using the internet and library books. Students may use Brainpop for additional information. Brochures will include pictures as well as safety information.
Students will practice research skills as well as learning publishing skills using Pages.
Week of November 26-30, 2012 through December 2012
This lesson incorporates using the table and research on the 13 Colonies.As part of your assignment in creating this table that outlines your research, you should also include pictures: i.e.: Include a portrait of the founder of the colony.
- Open Pages
- Choose a Blank Template: Portrait
- At the top of the page, please type:
Your Name5th Grade - Mrs. Spangler
Today’s Date
- Title your Page - 13 Colonies (this should be centered and in bold oblique, size 14 font)
- From the Menu Bar:
Insert TableChoose 14 rows and 6 columns (From the Inspector tool, choose the table options to choose the body rows and body columns)
Label the Top Row as follows: 13 Colonies; Founder; Year Founded; Economic Why?; Geographical Characteristics; Role of Religious Development.
These labels should be Bold Font - Size 12
Your font size for the project will most likely need to be size nine because there is so much information that needs to be included. You may divide your research among the three regions: Northern, Middle and Southern. This means that you can identify the economy, geography and religion by region rather than by colony.
Please sign your name below on the grading rubric. This will be given to your teacher for a letter grade.
Grading Rubric - 13 Colonies
Student NameValueEarned
Title and heading_10 points _
Use of correct Table format, Labeling and Font sizes 25 points _
Information and description 25 points _
Examples 25 points _
Pictures15 points _
Total Points Earned_100 points _
Week of November 19-23, 2012
Review how to research on the internetWeek of November 12-16, 2012
Common Sense Media: Digital Citizenship
Lesson 1 (Beginning)
Powerful Passwords
Students will
Understand the functions of passwords
Identify Strategies for creating and protecting passwords
Create their own secure passwords using the lesson guidelines
Do's and Don't of Powerful Passwords handout
PAGES document
Translation of "Thank you, Lord" in another language
Week of November 5-9, 2012
Common Sense Media: Digital CitizenshipSecurity
Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online.
Students will
Lesson 2
You've won a Prize!
Students will:- Learn what spam is and what forms it takes.
- Identify strategies for safely managing unwanted messages
- Demonstrate that they know how to spot spam
Privacy RulesStudents will:
Week of October 29-November 2, 2012
Common Sense Media: Digital CitizenshipSecurity
Students learn to create secure passwords for their accounts, learn about spam and how to deal with it, and decode website privacy policies, understanding the implications for the information that they share online.
Students will
Common Sense Media: Digital CitizenshipSafety and Security
Students learn that the Internet is a great place to develop rewarding online relationships, but they also learn to be cautious and to never reveal private information without asking a trusted adult for permission.
Students will
**Talking Safely Online (4-5)**
Unit: Safety
What's the difference between Internet friends and real-life pals? Students learn that while they can make friends on the Internet, they should never reveal private information.
Unit 2: Security
Powerful Passwords
Students will:Week of October 22-26, 2012
Review File Management for each student.
File; Save As; Student; Grade; Teacher; Student Name.
Give your document a name and save.
Review saving JPEGS and other information.
Right click; Save Image As;
Student; Grade; Teacher; Student Name.
Give your document a name and save.
Begin Internet Safety - Review Online Safety with Brainpop.
http://www.brainpop.com/technology/computersandinternet/onlinesafety/preview.weml
Week of October 15-19, 2012
Book Fair Week - Students conducted research for their Native American Indian Project
Week of October 8-12, 2012
Lesson #4 from workbook - Outlining in Pages
Week of October 1-5, 2012
Lesson - Introduction to Word CloudsWeek of September 24-28, 2012
Students will learn how to create a Business License for their Mini Society project.
A business license is a document which normally resembles a certificate. A business license usually states the name and type of business, a license number, and shows the date and geographic entity (county) where it was issued.
A business license is needed by anyone who is opening up their own business or organization. It is required by law in every state, whether you are running the business out of your home or in another facility.
Use Pages for the template
Google Earth - Continued
Week of September 17-21, 2012
Lesson #3 from workbook - Intro to Google Earth
Take the tour to learn how Google Earth works:
Google Earth Tour
Extra Credit: Students can complete a worksheet identifying the latitude and longitude of Delaware Landmarks.
Week of September 10-14, 2012
Lesson #2 from workbook - Computer Hardware and Keyboarding
Week of September 3-7, 2012
Lesson #1 from workbook - Introduction, Using an Internet Start Page (Protopage - Formerly known as Weblinkers) and Keyboarding
___
What Have I Learned I and II
Week of April 29th-May 13thLesson 30-31 of workbook
Hello Next Year's Students
Week of April 15th-22ndLesson 29 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Photoshop
Week of March 11th-April 8thLesson 24-28 of workbook
This is four lessons of Photoshop projects. Get the ones done you can. Take your time. See samples in the text, pages 90-94
- Open a picture. Use auto correction tools under image-adjustments (auto levels/contrast/color). Point out ‘History’ (on right). Compare the original picture to the corrected version to see the difference. It’s impressive.
- Point out the crop tool with the dark arrow in corner (opens to two tools), the lasso and the magic wand. Explain what cropping is and how each of these tools does it differently.
- Try the crosshatch crop tool and the lasso on a new picture. Notice the difference—one is structured, one freehand. Compare the three approaches to cropping in MS Word.
- Now use magic wand to crop out a background (i.e., the lizard below). Open a background (i.e., the coliseum below). Drag-drop the cropped-out figure into the new background
- Use edit-transform-scale to resize picture into background
- Save; save-as to flash drive.
#2:- Open Photoshop (or Gimp). Discuss cloning and the clone tool.
- Open a field of flowers (see inset below). Show students how to clone within a picture. Add flowers or get rid of flowers by cloning the flowers or the green verdure.
- Show how to watch the anchor point to see where you’re cloning from, to make colors match as closely as possible.
- You can also clone between two pictures. Open Sub and Polar Bear picture (or similar—see sample on next page) and a second picture (like the sea cave). Create anchor point with Alt+click in one picture (the Arctic ice flow) and paint with mouse to clone a polar bear to a Caribbean sea cave. Notice the cross shows where you’re cloning from.
- Make sure edges are matched as closely as possible to look as natural as possible. Be patient.
- Use the camera on the history button to keep a copy of a stage in the picture you like. Explain to students how this works.
- Save to file folder as both a .psd (Photoshop’s default file. It will keep all the layers for later editing) and a .jpg (a file that will be usable in many programs and the internet)
#3:- Open school picture (or other). Use Photoshop’s magic wand to delete background (or adapt to use Gimp).
- Change background and foreground colors. I’ve selected pink and maroon
- Filter-render-clouds to replace background with clouds shaded to these two colors
- Select inverse (now ants are moving around the person). Filter.
- Use text tool to add a holiday greeting—change font, size, color, and warp
- Use paint brush to spray stars or other touches
- Save as jpg. Print with preview—check box to fit picture to medium.
- Open giraffe picture or other of your choice (see left inset below) or use the free Gimp with some adaptations.
- Use blur tool on tool bar to blur trees in background. This is a common effect used to make a focal point stand out in a picture. Show samples from magazines that students will recognize.
- Return to original picture in history and try the same thing with the smudge tool
- Return to original picture using history. Go to ‘Actions’ (next to ‘History’). Walk students through the many different ‘Actions’ Photoshop has available. Explain that these are popular but complicated multi-step formatting effects that Photoshop has automated to make simple to use.
- Select ‘Image Effects, Quadrant Colors’; push ‘go’ at bottom to create a four-color picture (see middle example below).
- Go to ‘Frames, Brushed Aluminum’ under ‘Actions’; push ‘go’ button and watch a frame appear around the picture. Recolor the frame with the Styles tab
- Return to original picture; select ‘fresco’ under ‘Filter-Artistic’ to filter the image
- Select ‘History brush tool’ from left toolbar. Anchor ‘history’ to the original picture. This sets what the brush ‘paints back’ to. Paint over giraffe to bring back the original giraffe while background retains ‘Fresco’ look (see right inset below)
- These four tools are simple to learn and stunning in the effect on a picture.
- Save to file folder and flash drive
#4:As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Photoshop Intro
Week of March 4thPre-Lesson 24 of workbook
If you have time, do this fun intro to Photoshop. Treat it as KidPix for grown-ups.
Students can create a project for some presentation coming up or just have fun learning Photoshop's drawing tools. Today, students drew a picture of themselves with five brushes, five colors and added text using the Style tool. Here are examples:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Word Graphics
Week of February 18-25thLesson 22-23 of workbook
Graphics—MS Word unit. This is preparation for a very fun unit learning Photoshop. Surprisingly, Word has many great photo editing tools most students know nothing about.
- Add a border to each
- Add a background—this might require making the existing background transparent
- Cant each
- Save and print
2. TTL4—for those who finish or- Dance Mat Typing
- Typing Web
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Google Earth Tour
Week of February 11thLesson 21 in workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Excel Basics III
Week of February 4thLesson 20 in (workbook)
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Excel Graphs
Week of January 28thLesson 19 in (workbook)
This data became this graph:
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
||
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Excel Formulas
Week of Jan. 21stLesson 18 in (workbook)
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Word
Week of January 14thLesson 17 of workbook
Trifold in Publisher
Week of December 17th-January7thLesson 14-16 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Calendar in Publisher
Week of December 10thLesson 13 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Newsletter in Publisher
Week of December 3rdLesson 12 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Holiday Flier
Week of Nov. 19th-26thLesson 11 of workbook
- Problem-solving Board presentations
- Discuss the concept of a flier. What information does it contain (the basics)? What are its characteristics (splashy, brief text, colorful)
- Open Publisher and go to Quick Publications. Select a template. This nicely lays out the important parts of a flier
- We will edit the image, heading and sub-heading.
- Remind students how to resize images
- Note: This flier can be adapted to a report cover page easily.
- Those who finish: Visit holiday websites like these:
- 12 Days of Christmas
- Holiday collection
- NORAD Santa
- Penguin Show
- Reindeer Orchestra
- Holiday—North Pole Academy
- Holiday—match game
- Holiday hangman
- Holiday—Math Facts
- Holiday Crossword
- Holiday Hangman II
- Holiday—find the word
- Holiday—Design a Gingerbread House
- Holiday Elf Games
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Internet Search II
Week of Nov. 12thLesson 10 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Internet Search
Week of Nov. 5thLesson 9 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Word Story
Week of Oct. 29thLesson 8 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Excel
Week of Oct. 22ndLesson 7 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Graphic Organizers
Week of Oct. 15thLesson 6 of workbook
- Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
- Three presentations for Problem Solving Board
- Start MS Word Graphic Organizers (SmartArt)
- students do graphic organizers every year. I always choose a different one so they get used to making those choices
- remind students what they did last year. Why are you selecting this particular graphic organizer for this particular project? Help students understand the decision making so they can reproduce it when necessary
- tie this graphic organizer in to a topic being discussed in the classroom
- See complete directions on pg. 36
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Google Earth
Week of Oct. 8thLesson 5 of workbook
- Start with keyboard practice using your favorite program. Remind students of good posture, hand position, etc.
- Three presentations for Problem Solving Board
- Open Google Earth
- review program, opening screen, and mouse skills for zooming in/out/etc
- activate latitudes and longitude grid lines
- have a worksheet that has major lats and longs (see pg. 35)
- students can work in groups to complete the worksheet
- students locate two countries on each grid, measure distance between them, and record data
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Outlining
Week of Oct. 1stLesson 4 of workbook
As you teach, use correct vocabulary (i.e., those in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Celestia
Week of Sept. 24thLesson 3 of workbook
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
If your school is not comfortable having students use email, use one of the other projects in the aligned projects book, How to Jumpstart the Inquiry-based Classroom. This book has 5 additional projects for 3rd grade (and all grades) that align with the SL curriculum.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
School Technology
Speed quiz
Question Board
Week of Sept. 17thLesson 2 of workbook
review grading policy (pg 20)
make sure students successfully save to network (or wherever you save docs)
As you teach, use correct vocabulary (i.e., words in textbook word list) and expect students to solve their own problems.
Close down to desktop, headphones over tower, chairs tucked under.
Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. Be fine with that. There'll be lessons later that move faster than I planned.
Class Intro
Question Board
Week of Sept. 10thLesson 1 of workbook
- Assign seats
- Tour classroom--what changed
- Lab hours
- discuss homework--changes
- notes on wall with major skills
- review Scope and Sequence
- Review new units (i.e., Digital Citizens)
- Log onto computer with username (first.last) and unique id
- Open internet. Set start page to http://protopage.com/smaatech by going to tools-internet
- tour internet start page
- go to school portal (if available--Schoology, Veracross, etc)
- log in with UN: firstname.lastname PW
- change PW
- Explore 'classes'. Go through tech class page
- find discussions and comment
- Set each student up with a binder (or each station) that includes a sheet with their log ins for all programs that require that
- student page
- school page
- Everyday Math
- etc.
- Take pictures or copy pictures from online directory to student folders
- Review hardware--names, how to connect, how to problem solve issues
- Review save, save-as
- Review backspace-delete
- Sign up at the front of the classroom for the Question Board before 9/24 (There's a sheet there for your grade level). You must select a date and a question. The first presentation starts week of 10/1. See below for samples:
Note: PS Board sign-up, list of problems, and grading criteria are on pg. 24-27Post-lesson notes: If you don't get through everything, check completed items so you know what to get back to when you have time on later lessons. I find as I focus on the central idea of this lesson--helping students find a comfort level with technology--clarifying questions take more time than I'd expect at times. I'm fine with that. There'll be lessons later that move faster than I planned.
The week of Sept. 10th, I'll be teaching...Lesson #1 in the curriculumLesson #2 in the curriculumLesson #3 in the curriculumHaven't started yetOther:
VoteView ResultsPolldaddy.com
Web2.0 Tools
Crown or Colony
March 26th-May 21st, 2012or follow Lesson 22-23 (Word graphics) of workbook
iPads
Wikis
Web 2.0 Tools
March 19thor follow Lesson 21 (Google Earth tour) of workbook
Crown or Colony
Feb. 27th-March 12thor follow Lesson 14-16 (Colonization trifold) of workbook
Websites
Feb. 13thor follow Lesson 17 workbook (advanced Word)
- Speak Like a Geek--remember to put your words/definitions on Discussion Board.
- review websites for quality
Identifying_High_Quality_Sites2.pdf
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not FoundDone? Play Jamestown game if you haven't
Done? Visit the Sistine Chapel--virtual tour
Done? Math websites
Scratch
Jan. 9th-Feb. 10thor follow Lesson 18-20 workbook (advanced Excel)
Create a Sprite
Move a Sprite
Add text bubbles
Add background
- Taskcard 1: "Movement, Looping (repeat/forever) and Bouncing on Edge" Making Your Sprite Move
- TASK CARDS 1.pdf
- Student Taskcard 2 Video
- and see how you program different movements in Scratch
scratch2.gif
- Scroll down and go to Rainbow Fish
- Scroll down and go to Whirling Butterflies
- Scroll down and go to Beat it
- Taskcard 2: "Change effects (colour, etc), Press key and Wait ? sec."Adding Effects to your Sprite
- ||
application/pdf icon
||
TASK CARDS 2.pdf|| application/pdf icon ||
- Student Taskcard 2 Video
- Recolor and move your sprint--click hereand try all of these skills
- Make your Sprite talk
- Animate your Sprite using Costumes
- TASK CARDS 4.pdf
- Student Taskcard 4 Video
- Broadcast your sprite
- Click here
- Click here for more
- Click here for a Scratch video on broadcasting and here
- Change backgrounds using Broadcast
- Edit your sprite
- TASK CARDS 10.pdf
- Student Taskcard 10 Video
- Go through all 12 Taskcards on this link with your partner. Be sure you know how to do all of them. Next week: We'll use them to create a game/video
- Here are videosnot get covered
- Student Taskcard 1 Video
- Student Taskcard 2 Video
- Student Taskcard 5 Video
- Student Taskcard 6 Video
- Student Taskcard 7 Video
- Student Taskcard 8 Video
- Student Taskcard 9 Video
Create a Scratch account- View several Scratch projects and observe the code that makes them work--with a partner
- change the code
- change the sprite
- make the sprite talk
- change the costume
- change the background
- change the motions
- Learn more about this project
- Save your remix to your Gallery
Still struggling? Go here http://learnscratch.org/. Do each of these lessons.Scratch
Jan. 2nd-Feb. 2ndor follow Lessons 14-16 of workbook (a trifold in Publisher)
- Click here for step-by-step written directions
- Try Scratch Cards with a partner
Open this Word doc. Fill it out with your comments about the Scratch codes[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
http://learnscratch.org/
Personal Inquiry
Nov. 28-Dec. 12thor follow Lesson 11, 12-13 (Holiday Flier, Newsletter and Calendar in Publisher) of workbook
1. MS Word—Personal Line of Inquiry
2. Done? Create a holiday calendar in Publisher
Internet Research
Week of Nov. 7th-14th
or Lesson 10 of workbook
1. Question Board
2. Tips for research in Google
Drop Box
Space Activities
Week of Oct. 31stor follow Lesson 3, 5 in workbook
Astro Camp II
Week of Oct. 24thor follow Lesson 3, 5 in workbook
Keyboard Test
Astro Camp
Week of Oct. 17thor Lesson 6 in workbook on Graphic Organizers in Word
- Continue with Question Board
- Remember: quiz at end of QB--post your question and answer to Discussion on MF
- take blank keyboard test
blankkeyboardmine.pub
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not FoundInternet safety
Week of Oct. 10thor follow Lesson 9 in workbook
MLA Template
Week of Oct. 3rdor follow Lesson 8 in workbook
- Here's the
MLA STYLE GUIDELINES-3.pdf
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not FoundExcel--Arrays
Week of Sept. 26thor follow Lesson 7 (Intro to Excel) in workbook
Speed quiz
EMO
Question Board
Week of Sept. 19thLesson 2 of workbook
Intro
Question Board
Week of Sept. 12thLesson 1 of workbook
Here's the grading rubric:
IB Expo
Week of May 23rdor Lesson 28 of workbook
Work on presentation materials for IB Expo
Photoshop Filters
Week of May 9th-16thLesson 27 of workbook
- || 3A5C4BAA.jpg ||
||- || 3A5C4BAA.jpg ||
Use Filters to change its look:- || filter.jpg ||
||- || quads.jpg ||
||We the People
Week of April 25th-May 2or Lesson 26 of workbook
Write a persuasive business letter. Here are the details that make a letter businesslike rather than informal:
Done? Go to state capital websites for practice:
1. States capitals
2. State capitals II
3. State capitals III
4. State Capitals IV
Photoshop Intro
Week of April 18thLesson 25 of workbook
A brief introduction to Photoshop. Students will use this to create a project for their Exhibition coming up at the end of the year. Today, students drew a picture of themselves with five brushes, five colors and added text using the Style tool. Here are examples:
PP/Publisher
Week of March 28th-April 11thor Lesson 24 of workbook
Just a review to prepare them for an upcoming classroom project. They'll select from:
- PowerPoint slideshow
- MS Word document
- Publisher trifold
...to create a report.Word Graphics
Week of March 14-21Lesson 22-23 of workbook
1. Graphics—MS Word unit
- o Add a border to each
- o Add a background—this might require making the existing background transparent
- o Cant each
- o Save and print
2. TTL4—for those who finish orCrown or Colony
Feb. 14th-March 7thor follow Lesson 14-16 (Colonization trifold) of workbook
Students play the online game, Crown or Colony. For a summary of it, visit this post.
- Students set up accounts using their Falcon UN and PW
- Students enroll in the class
- Teacher monitors progress
Here's a screen shot:=
=
Google Earth Tour
Jan. 10th-Feb. 7thor follow Lesson 21 (Google Earth Board Tour) of workbook
=
=
Speed Quiz
Hardware
Jan. 3rdor follow Lesson 12-13 (Holiday Newsletter and Calendar in Publisher) of workbook
Quiz will be like this.
- to collaborate with the classroom inquiry into the Colonies, students played a game online about decisions Jamestown colonists had to make
=Personal Inquiry
Nov. 29-Dec. 13thor follow Lesson 12-13 (Holiday Newsletter and Calendar in Publisher) of workbook
1. MS Word—Personal Line of Inquiry[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
2. Done? Create a holiday calendar in Publisher
3. Done? Create a holiday newsletter in Publisher
Internet Research
Question Board
Week of Oct. 25th-Nov. 8thLesson 9 of workbook
1. Question Board
2. Tips for research in Google
Celestia
Google Moon
Google Mars
Week of Oct. 18thLesson 3 (Celestia) of workbook
==
MS Word
Week of Oct. 11thLesson 4 of workbook
- Done? Visit angles, adding decimals, math divisionwebsites on internet start page
Internet SecurityWeek of Oct. 4thor Lesson 5 of workbookMLA HeadingKeyboard QuizWeek of Sept. 27th
or Lesson 2 of workbook
- Here's the
MLA STYLE GUIDELINES-3.pdf
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not FoundClass Intro
Question Board
Week of Sept. 20thLesson 1 of workbook
Here's the grading rubric:
Excel--Arrays
Week of Sept. 13thor follow Lesson 7 (Intro to Excel) in workbook
1. TTL4—or
- Dance Mat Typing
- Typing Web
2. sign up for Question Board during TTL33. plug flash drives in—N if none
4. visit Breathing Earth on start page
5. Open Excel
6. Follow instructions for Excel Basics in workbook
Human Body
Week of May 17thas below or Lesson 26 of workbook
Work on Human body projects
=
PS tools
Week of May 10thLesson 25 of workbook
1. Photoshop
2. TTL4 for those who finished (or DanceMat Typing)
Word Graphics II
Week of May 3rdor Lesson 23 of workbookon formatting graphics in Word
1. reset printers to our lab (start button--devices and printers--check default printer)
2. Housekeeping--reset drop-down menu for
- o full (under tools-customize-options)
- o show buttons on two rows (same place)
3. Finish Revolution essay- o Submit to WPP
- o Print original from Word
4. finish Excel graphs and charts for survey (see directions in Lesson 19 of workbookon creating graphs in Excel)5. visit Icelandic volcanoes pics on start page
6. visit Human Body websites on start page (see list below)
Excel Tables
Week of April 19th-26thor Lesson 10 of workbookon Tables in Word
Those who finished went to human body websites:
Word Graphics I
Week of April 12thLesson 22 of workbook
1. Graphics—MS Word unit
- o Add a border to each
- o Add a background—this might require making the existing background transparent
- o Cant each
- o Save and print
2. TTL4—for those who finish orKeyboarding
Week of March 22nd-29thor Lesson 21 (Google Earth Tour) of workbook
Typed the Fall writing prompt in WPP Online
Those who finished went on TTL4 to prepare for the speed quiz next week.
TTL4—for those who finish or
Keyboarding
Week of March 15thor Lesson 18-20 (Excel) of workbook
1. TTL4—for those who finish or
2. test your typing speed
3. 3rd grade grammar sites
- o Grammar Blast
- o Grammar Practice
- o Pickit Adjectives
- o Adjective-Noun Matching
4. Done? Visit math websitesWPP Online
Week of March 1-8Lesson 18-20 (Excel) of workbook
1. WPP Online—week 1 of 2
- o Journal entry pretending they are one of their pets. Rough it out in Word. We'll paste it into WPP Online on week 2.
- o Use sensory detail
2. TTL4--for those who finished or- Dance Mat Typing
- Typing Web
3. Or, follow directions for Excel training in Workbook (22 basic skills)Research
Week of Feb. 22ndor Lesson 18-20 (Excel) of workbook
1. TTL4—for those who finish or- Dance Mat Typing
- Typing Web
2. Test your typing speed3. Explore research sites—Revolution/Colonial topics. Visit 5th Grade Internet start page, or here:
- 1. Dictionary.com
- 2. Edutainment site—requires subscription
- 3. General info research
- 4. Great Research sites
- 5. Internet research sites for kids
- 6. Kids search engine for the internet
- 7. libraryspot.com
- 8. Math, reading, arcade edutainment
- 9. National Geographic for kids
- 10. Nova video programs
- 11. Research for kids
- 12. World Almanac for Kids
- 13. School Tube—learning videos from YouTube. Organized by topics
- 14. Science headlines—audio
- 15. Thesaurus.com
- 16. World Book Online
4. Or, follow directions for Excel training in Workbook (22 basic skills)Excel
Week of Feb. 1st-8thLesson 18-20 (Excel) of workbook
1. WPP Online
- o Type in your Winter Writing Prompt essays or other prompt assigned by your teacher
- o Review suggested lessons
2. Test your typing speed3. TTL4—for those who finish or
- Dance Mat Typing
- Typing Web
4. Or, follow directions for Excel training in Workbook (22 basic skills)WPP
Week of January 25thor Lesson 17 (Adv. Word) of workbook
1. Speed quiz results
- · Ms. F: Hannah and Jordyn
- · Ms. J: None
- · Ms. S: Jenna, Carolyn, Lauren, Mary, Makenzie
- · Fastest student: Hannah
- · Fastest average class: Ms. F
- · Most improved: Ms. S
2. WPP Online- o Copy-paste your AstroCamp essays
- o Review suggested lessons
3. MLA Macro- o Redo template (see below)—save
4. TTL4—for those who finish or- Dance Mat Typing
- Typing Web
5. Or, follow directions for Word: Basically Advanced I in WorkbookSpeed Quiz
Week of January 18thor Lesson 14-16 (Publisher Trifold) of workbook
1. TTL4—introduction to new program
2. Go to Test your typing
3. Speed quiz results
- · Ms. F: Hannah and Jordyn
- · Ms. J: None
- · Ms. S: Jenna, Carolyn, Lauren, Mary, Makenzie
- · Fastest average class: Ms. F
- · Most improved: Ms. S
4. MLA Macro- Redo template—save
- Here's what it should look like:
Your name/numberTeacher name
Subject
International date
Title not underlined, TNR font, 12 pt.
5. EMO
6. Follow directions for trifold in Week of Jan. 4th
Astro Camp
Week of Jan. 11or Lesson 14-16 (Publisher Trifold) of workbook
1. MS Word—wk 2 of 2 multi-paragraph essay
- o On Astro Camp
- o Heading
- o Title
- o MLA format
- o Save and save-as to your flash drive
2. Done?- o Computer lab favorites
- o Everyday Math Online
- o Celestia
- o Google Moon/Mars/Sky
3. See trifold in last lessonTrifold
Week of Jan. 4thLesson 14-16 (Publisher Trifold) of workbook
1. Dance Mat Typing or Typing Web
2. MS Word—wk 1 of 2 multi-paragraph essay
- o On Astro Camp
- o Heading
- o Title
- o MLA format
- o Save and save-as
3. Done?- o Computer lab favorites
- o Everyday Math Online
- o Celestia
- o Google Moon/Mars/Sky
4. Create a trifold in PublisherWord Essay
Week of Dec. 7-14or follow Lesson 12-13 (Holiday Newsletter and Calendar in Publisher) of workbook
1. test your typing—hard copy
- o take test
- o save and print
2. MS Word—Personal Line of Inquiry[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found
3. Create a holiday calendar in Publisher
4. Create a holiday newsletter in Publisher
Holiday Flier
Outer Space
Week of Nov. 30thor follow Lesson 11 (Holiday Flier in Publisher) of workbook
1. Dance Mat or Typing Web
- o Save to favorites if you haven’t yet
2. Question Board -->3. Visit Google Mars
- o Also visit Mars in Google Earth
4. Visit Google Moon- o Also visit Moon in Google Earth
5. Visit Celestia—demo first (download from here)6. Done? Angles websites (3 from 5th gr Internet Start Page)
7. Or, create a holiday flier in Publisher
Celestia
Week of Nov. 16thLesson 3 (Celestia) of workbook
1. Dance Mat or Typing Web- o Save to favorites if you haven’t yet
2. Question Board3. Visit Celestia—demo first
4. macro for MLA heading—see email under FalconNet
- o if you didn’t finish last week, create the template
- o have me check it
5. Those done with macro:- o Make a Thanksgiving card in Publisher
6. Those done: Angles websites (3 of them)Holiday Story
Week of Nov. 9thor follow Lesson 8 of workbook
1. Dance Mat or Typing Web
2. check your speed and accuracy on typing test3. Question Board
4. macro for MLA heading
5. template for MLA doc
6. Visit math websites on internet start page
- o Angles websites(3 of them)
7. Follow Lesson 8 in workbook on creating a holiday story in MS WordWordles
Week of Nov. 2ndor Lesson 6 (Graphic organizers in Word) of workbook
1. Dance Mat or Typing Web
2. Question Board3. Create a Wordle
- o Demo
- o Create one on ‘favorite subjects’
- o Take survey in class
- o Make Wordle
- o Print?
4. Visit math websites on internet start page- o Angles websites (here, here, here)
5. Follow Lesson 6 on creating a graphic organizer in MS WordSearch w/ Google
Week of Oct. 19thLesson 9 of workbook
1. Question Board
2. Research in Google
- o Review www address
- o Review reliability of website extensions
- o Go to page 2—
INTERNET SITES 10-8-09.doc
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found- o Go to Google Search Tips for practice
- o Table of extensions next week
3. Visit math websites on internet start pageOutlining
Question Board
Week of Oct. 12thLesson 4 of workbook
1. Pass out binders. (Simoes)
2. Question Board
3. Outlining in Word—explain and demo
- o Use chapter 2 in Humanities book
- o Try it yourself
- o Use my example if you get stuck
4. visit Breathing Earth on start page5. Visit angles, adding decimals, math divisionwebsites on internet start page
6. Typing Web if done
Week of October 5th
All classes out--no technology this week
Google Earth Tour
Week of Sept. 28thLesson 5 of workbook
1. Dance Mat Typing
2. Pass out binders. Put your name and seat on them
3. Top keyboarding class: Ms. Fowler
4. Top keyboarder: Hannah
5. Question Board
6. Google Earth
- o Take Mr. Bland’s Excellent Adventure
Mr. Bland's Excellent Adventure.kmz
[[image:/i/file_not_found.png width="32" height="32" caption="File Not Found"]]File Not Found- o Check out pictures along the way
- o Fill in worksheet with partner
ll5th.gif
- Lats and longs—demo
- Distances—rounded to ten miles--demo
7. visit Breathing Earth8. Celestia?
Intro to Tech
Week of Sept. 14thLesson 2 of workbook
1. TTL3—sign in; practice or
- Dance Mat Typing
- Typing Web
2. Speed quiz—Word- o Fix toolbars on two rows
- o Drop down full menus
- o Take quiz
- o Tools-word count
- o Spell check
- o Save—lastname grade Q1
- o Print
3. Put your question on Discussion Board on FalconNet4. Join wiki by end of month
5. Review homework on wiki
6. flash drives next week
7. Review parts of the computer, keyboard
8. Create an avatar for homework